The Learning Curve presented by the Academic Commons

In this episode, Thomas Schrand, PhD, shares how the Hallmarks Core and its Power Skills cultivate adaptable, intellectually curious graduates prepared for an evolving, AI-influenced world. He offers practical insights into learner-centered teaching, critical thinking, and reflective practice that help students build durable, human-centered competencies. Educators will gain strategies for strengthening meaningful learning across disciplines.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast!   Guest: Thomas Schrand, PhD Role: Associate Dean for General Education & Professor of History Expertise: Curriculum development, pedagogy, general education, and active learning. Quote from the Episode: “At the end of four years of this experience… you end up as someone who can think on their feet, someone who has confidence in what they're saying and their ability to grapple with challenging and nuanced questions.” - Thomas Schrand, PhD   Getting Started: Ask students to apply course concepts to real‑world or professional scenarios, reinforcing both disciplinary relevance and transferable competencies. Start each class with a device‑free expectation to promote presence, note‑taking by hand, and deeper engagement with peers and content. Build in reflective moments—such as end‑of‑week or end‑of‑unit prompts asking students to identify key takeaways or what learning mattered most to them. Contact usto talk about learning design and incorporating these skills into your classroom. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Learner Centered Teaching: An approach that focuses on how students learn—emphasizing engagement, active participation, and cognitive processes rather than instructor-led delivery. Active Learning: Any instructional method that requires students to be metacognitive and engage in meaningful activities (e.g., discussion, problem solving) rather than passively listening to lectures. Cognitive Psychology: A branch of psychology which explores the mental process related to perceiving, attending, thinking, language, learning, and memory. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. The Science of Learning – Academic Commons Self-Paced Program Designing Learning that Endures: The Science of Learning in Practice: Academic Commons Self-Paced Program The Hallmarks Core Program – Thomas Jefferson University Page Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. Zakrajsek, T., & Nilson, L. B. (2023). Teaching at its best: a research-based resource for college instructors (Fifth edition.). Jossey-Bass, a Wiley Brand. Academic Commons Upcoming Workshops and Events

This episode features Chris Pastore, PhD, and an in‑depth conversation on intentional feedback as a cornerstone of effective teaching and learning. Drawing from decades of experience in engineering education, faculty development, and transdisciplinary practice, Dr. Pastore discusses how feedback can evolve from a simple correction to a powerful tool for learner growth and metacognition. This episode offers educators concrete techniques for balancing critique with encouragement, modeling vulnerability, and creating spaces where students feel safe to grow.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast!   Guest: Chris Pastore, PhD Role: Professor of Transdisciplinary Studies and Engineering; Assistant Provost, Faculty Development: Nexus Learning and Classroom Pedagogy Center for Faculty Development & Nexus Learning Expertise: Pedagogy, sustainability, composites, & textiles   Quote from the Episode: "[...] what is the purpose of your feedback? Is it to correct the student, or is it to guide the student? It's easier to correct a student, but it's probably not as useful to the class experience." - Chris Pastore Getting Started: Approach feedback as a tool to guide students' learning rather than simply identifying mistakes. Use short video/audio feedback in Canvas for a faster and more personalized feedback process. Ask students to reflect on resubmissions, identifying what they did to improve their work. Develop a feedback turnaround plan that you can maintain throughout the semester. Encourage a growth mindset in class and normalize that learning new material takes time and mistakes will be made. Contact usto talk about providing effective feedback to students.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Authentic Assessment: An assessment that requires a student to apply their learning to new situations, which requires them to determine what information or skills they have learned in the class most relevant to solving the problem. These assessments focus on complex real-world scenarios and the constraints they entail. Feedback: A response provided by faculty or mentor to students to guide their learning. It can take several forms, from written, to verbal, non-verbal, or digital. Learning Styles Myth: The idea that there are stable, consistent methods by which individuals take in, organize, process, and remember information (e.g. Visual, Auditory, Read/Write, and Kinesthetic), and by teaching those methods, students learn better. There is no empirical support for this claim. Metacognition: AKA “thinking about your thinking”. It refers to the knowledge a student has of themselves and how they learn to direct their learning. This process allows students to identify knowledge gaps, recognize when they are having difficulty learning new information, and incorporate new knowledge. Muddiest Point: A formative assessment technique that involves students pointing out what they were most confused about and explaining what was “muddy” in the lesson.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. The Power of Rubrics: Helping Learners & Instructors – Academic Commons Angelo, T. A. & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers. Jossey Bass: San Francisco, CA Major, C. H., Harris, M. S., & Zakrajsek, T. (2021). Teaching for learning : 101 intentionally designed educational activities to put students on the path to success. (Second edition.). ROUTLEDGE. Canvas LMS – How to leave feedback comments Darby, F., & Lang, J. M. (2019). Small teaching online : applying learning science in online classes. Jossey-Bass, a Wiley Brand. Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo. (2026). Feedback. University of Buffalo. https://www.buffalo.edu/catt/teach/develop/teach/feedback.html Academic Commons Upcoming Workshops and Events

This episode features Pamela Walter, MFA, the Director of the Office for Professional Writing, Publishing, and Communication (OPWPC). Pam shares how the OPWPC supports researchers in writing, publishing, presenting, and navigating the complexities of scholarly communication. This episode also highlights common writing challenges, the importance of narrative flow in scientific communication, team-based approaches to increasing publication output, and the influence of generative AI in academic writing.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast!    Guest: Pamela Walter, MFA Role: Medical Editor/Writer and Director of the Office for Professional Writing, Publishing, and Communication Expertise: Professional writing skills, publishing practices, and presentation skills.   Quote from the Episode: "If you can speak, you can write, and there are plenty of resources available to turn that unpolished writing into polished writing." Pam Walter, MFA   Getting Started: Participate in writing retreats for focused, uninterrupted writing time, and use short writing sprints to overcome writer's block and make consistent progress. Take advantage of in-house services like manuscript reviews, presentation feedback, and workshops to enhance the quality and impact of your research communication. Use connective words and a logical flow to make your research writing more engaging and easier to follow, even for technical audiences. Utilize tools like BioRender to create graphical abstracts and visually summarize your research. Contact us to improve your academic writing. Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Connective Words: A word or phrase whose function is to link linguistic units together. Narrative Writing: In essence, story writing; it can be fiction or nonfiction. If it has a narrative structure and tells a story, it is narrative writing. Generative AI: An AI system capable of generating text, images, or other media in response to prompts. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Professional Writing & Communication (OPWPC) Jefferson Libraries Homepage AI for Educators: From Basics to Best Practices Research Administration Center of Excellence (RACE) Hillier, A., Kelly, R. P., & Klinger, T. (2016). Narrative Style Influences Citation Frequency in Climate Change Science. PloS One, 11(12), e0167983. Academic Commons Upcoming Workshops and Events  

This episode features Nanette Tomicek, PhD, and a discussion on designing effective and inclusive learning objectives. Emphasizing the importance of planning, multiple pedagogical frameworks, and inclusive language in curriculum design. This episode highlights practical strategies for educators to develop well-crafted, measurable objectives.   Guest: Nanette Tomicek, PhD Role: Course Director for Anatomy & Physiology, East Falls Campus, Associate Professor Expertise: Pedagogy, active learning, laboratory, and excellence in anatomy and physiology education.   Quote from the Episode: "The learning outcome has to be measurable. That's very important. [...] you need to be thinking about what do you want your students to be able to do, at the end of the course.” - Nanette Tomicek, PhD Getting Started: Collaborate with colleagues to help plan development of learning objectives and gain diverse perspectives. Clearly define what you want students to get out of the course. Stick to one verb per learning objective that leads to observable and measurable student actions. Contact us to talk about designing effective learning objectives.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Learning Objective: A statement describing what a learner should be able to know or do by the end of an instruction period, using measurable and observable actions. Bloom’s Taxonomy: A framework which classifies different levels of human thinking and learning – i.e., thinking, learning, and understanding. Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Learning Design – Academic Commons Page Zakrajsek, T., & Nilson, L. B. (2023). Teaching at its best: a research-based resource for college instructors (Fifth edition.). Jossey-Bass, a Wiley Brand. Bloom’s Taxonomy - Center for Teaching Excellence - The University of Utah. (n.d.). Retrieved October 10, 2025, from https://cte.utah.edu/instructor-education/Blooms-Taxonomy.php Writing Measurable Course Objectives - The Center for Teaching and Learning. (n.d.). Retrieved October 10, 2025, from https://teaching.charlotte.edu//teaching-guides/course-design/writing-measurable-course-objectives Academic Commons Upcoming Workshops and Events   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! 

This episode features Kathryn Shaffer EdD, RN, CNE, and a discussion on transformational belonging in nursing education. Emphasizing trauma-informed pedagogy, empathetic leadership, and design thinking, Dr. Shaffer shares strategies for creating inclusive learning environments where students feel seen, safe, and empowered. This episode highlights practical approaches for educators to cultivate creativity, psychological safety, and identity-shaping experiences in the classroom.   Guest: Kathryn Shaffer EdD, RN, CNE Role: Associate Professor and Director of Innovation in the College of Nursing Expertise: Trauma-informed pedagogy, inclusive learning environments, empathetic leadership, and design thinking   Quote from the Episode: “Transformational belonging isn't just about fitting in. It's really about creating spaces where people feel so deeply seen and safe and valued that they see themselves differently in that space and they step into their fullest potential.” Kathryn Shaffer EdD, RN, CNE Getting Started: Create a safe space where students feel comfortable taking risks and making mistakes. Practice empathetic leadership by recognizing student needs and modeling respect in the classroom. Design activities that help students see themselves in the field. Solicit and use student feedback as an opportunity to grow. Contact us to talk about assignment design and creating a welcoming environment.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Trauma-Informed Pedagogy: An approach to teaching that considers the broader impacts of trauma in students’ lives and explores the potential paths to resiliency. It seeks to cultivate a supportive learning environment for students which avoids re-traumatization for students. Design Thinking: A problem-solving methodology to address challenges in a fun way. It applies collaboration, creativity, critical thinking, and communication to encourage innovative and iterative solutions.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Universal Design for Learning – Academic Commons Page Arbour, M., Walker, K., & Houston, J. (2024). Trauma‐Informed Pedagogy: Instructional Strategies to Support Student Success. Journal of Midwifery & Women’s Health, 69(1), 25–32. https://doi.org/10.1111/jmwh.13539 University of Denver – Trauma-Informed Pedagogy University of Michigan – Trauma-Informed Pedagogy – Equitable Teaching University of Michigan - Insights on Trauma-Informed Pedagogy in Online Learning Academic Commons Upcoming Workshops and Events   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! 

This episode features Dr. Travis Pollen discussing integrating AI into the classroom. Emphasizing intentional design, transparency, and continuous reflection, supported by both formal research and informal student feedback. This episode also highlights the importance of developing AI literacy and navigating the challenges of maintaining academic integrity in an evolving technological landscape.   Guest: Travis Pollen, PhD Role: Assistant Professor, College of Rehabilitation Sciences Expertise: Health and rehabilitation sciences.   Quote from the Episode: "So I want students to use it [AI]. I want them to use it well and to develop that barometer for what is appropriate and what is shortcutting, so to speak."  - Travis Pollen, PhD  Getting Started: Try different generative AI tools yourself to understand their strengths and limitations allowing you to better guide student use of them.   Clearly define how students should interact with AI in your classroom to maintain academic integrity. Utilize student feedback regularly through structured surveys/reflections and informal check-ins throughout the semester rather than just at the end. Contact us to talk about intentional use of AI in the classroom.   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Artificial Intelligence (AI): an umbrella term for any theory, computer system, or software developed to allow machines to perform tasks that typically require human intelligence. SoTL (Scholarship of Teaching and Learning): Systematic and methodological inquiry to research the impact of teaching practices and learning experiences. AI Literacy: An understanding of how AI works and critically evaluates its application to teaching, scholarship, and maintain vigilance for bias, misuse, and misapplication of the tools.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. AI for Educators: From Basics to Best Practices – Academic Commons Self-Paced Module Artificial Intelligence - Research Guides at Thomas Jefferson University Dekerlegand, R., Bell, A., Clancy, M. J., Pletcher, E. R., & Pollen, T. (2025). Generative Artificial Intelligence in Education: Insights from Rehabilitation Sciences Students. Education Sciences, 15(3), 380-. https://doi.org/10.3390/educsci15030380 Bowen, J. A., & Watson, C. E. (2024). Teaching with AI : a practical guide to a new era of human learning. Johns Hopkins University Press. Academic Commons Upcoming Workshops and Events   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! 

This episode features Andrew Hart as he discusses community building design in architectural education. He emphasizes intentional collaboration, amplification, and the importance of connecting students with their communities. Through immersive, experiential learning, Hart demonstrates how architecture can be a tool for social engagement and empowerment.   Guest Andrew Hart Role: Assistant Professor of Architecture, College of Architecture and the Built Environment Expertise: Community-based design, experiential learning, architectural education   Quote from the Episode: "Your job isn’t to make the noise. Your job is to listen and then to amplify." – Andrew Hart Getting Started: Start small: Introduce community engagement through manageable classroom activities. Embrace discomfort: Allow students to take ownership and guide the learning process. Use feedback: Collect student and community feedback throughout the semester to adapt and improve. Contact us to talk about engagement in the classroom   Terms to Know: The terms below are mentioned in the episode, and for context and clarity, we've provided brief definitions of potentially unfamiliar terms you may hear. Community-Based Design: An approach that involves community members in the design process to ensure outcomes reflect their needs and values. Experiential Learning: Learning through reflection on doing, often involving real-world engagement.   Selected Resources: The Learning Curve team curated this list based on university resources or guest recommendations. Felten, P., & Lambert, L. M. (2020). Relationship-rich education: how human connections drive success in college. Johns Hopkins University Press. Finley, L. L., & Bowen, G. A. (2021). Experiential Learning in Higher Education : Issues, Ideas, and Challenges for Promoting Peace and Justice. (1st ed.). Information Age Publishing, Incorporated. Creating Experiential Learning Opportunities in Any Course Engaging Students Through Experiential Learning Inside the Classroom Academic Commons Upcoming Workshops and Events   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM. Head over to our webpage to check out more episodes and learn more about the podcast! 

This episode features Becky Miller, MSLS, and a discussion around Information Literacy and how to utilize the ACRL framework in order to help educators and students develop their skills regarding research and enhance critical thinking.    For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features Dr. Brooke Salzman, Dr. Amber King, and Dr. Shoshana Sicks discussing the Jefferson Center for Interprofessional Practice and Education (JCIPE) at Thomas Jefferson University. They explore the importance of interprofessional education (IPE) in preparing healthcare students for collaborative practice, highlight the growth and structure of JCIPE programs like Health Mentors and Team SAFE, and emphasize the need for creativity, faculty support, and interactive learning to foster effective teamwork across disciplines.   For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features Kati Fosselius, MS, RDN, LDN, and a discussion around using culturally responsive teaching practices in the classroom so as to create a more welcoming classroom and build authentic relationships with students.    For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features Anita Fennessey, DrNP, RN, CNE, and a discussion about student engagement, interprofessional collaboration, and methodologies to increase student knowledge and engagement in the classroom.   For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features John Milligan, Ph.D., and a discussion about student engagement by utilizing innovative instruction and virtual reality, including best practices, how it can improve your practice, and how it can support your learners.   For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features Barry J. Burton, D.O., and a discussion about Critical Self-Reflection in teaching, including how to get started, how it can improve your practice, and how it can support your learners.   For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.

This episode features Dr. Elif Gokbel and a discussion about The Scholarship of Teaching and Learning (SOTL). We will discuss what it is, why it is important, ways it can improve your teaching,  and how to get started if you are new to SOTL.   For more information on the episode, check out our resource guide.   Follow and subscribe to be notified about new episodes! Episodes premiere monthly, every first Wednesday at 10:30AM.